In recent years, mindfulness-based practices in grade schools have been associated with students’ improved cognitive skills and general classroom behavior. In the majority of studies, however, only teacher and parent feedback are elicited, omitting a considerably significant voice – that of the students. Our study aims to fill this gap by exploring student opinions and perceptions regarding the implementation of a classroom-based mindfulness program. Elementary school students (N = 51) took part in teacher-facilitated mindfulness activities which were incorporated into their daily classroom routines. Over the course of the 8-week intervention period, students participated in focus groups about their perceptions of the program. Through qualitative content analysis, two major findings emerged from the focus group data: student opinions about the mindfulness program varied substantially and the mindfulness activities were not always liked and enjoyed. Critically, if students do not enjoy classroom-based mindfulness programs, they may be less motivated to engage in mindful activities and in turn may not experience the benefits that mindfulness has to offer. To maximize student engagement with mindfulness while addressing their concerns, the following recommendations are made: A balance between the entertaining and educational aspects of the program, flexible program delivery, and encouraging students to pursue mindful living outside of the classroom. This research is important to educational and clinical practitioners as student insight will benefit the development and modification of classroom-based mindfulness programs to ensure that students are better able to engage with and benefit from these programs.

近年来，小学的正念练习与学生提高认知技能和一般课堂行为有关。然而，在大多数研究中，只引出了教师和家长的反馈，而忽略了一个相当重要的声音——学生的声音。我们的研究旨在通过探索学生对实施基于课堂的正念计划的意见和看法来填补这一空白。小学生（N = 51) 参加了教师引导的正念活动，这些活动被纳入了他们的日常课堂。在为期 8 周的干预期间，学生参加了焦点小组讨论他们对项目的看法。通过定性内容分析，焦点小组数据得出了两个主要发现：学生对正念计划的看法差异很大，正念活动并不总是很受欢迎和享受。至关重要的是，如果学生不喜欢基于课堂的正念课程，他们可能不会积极参与正念活动，进而可能无法体验正念所带来的好处。为了最大限度地提高学生对正念的参与度，同时解决他们的担忧，我们提出了以下建议：在该计划的娱乐性和教育性方面、灵活的计划交付以及鼓励学生在课堂外追求正念生活之间取得平衡。这项研究对教育和临床从业者很重要，因为学生的洞察力将有利于基于课堂的正念课程的开发和修改，以确保学生能够更好地参与这些课程并从中受益。